Supporting data for the thesis entitled "The relationship between translanguaging and second language critical thinking during second language writing process"

<p>Two files of datasets were attached to the HKU Data Repository. </p> <p><br></p> <p>File 1 is about the statistical data of the 62 participants: </p> <p>(1)  second language scores (i.e., scores from College English Test-Band 4 as well as C-test scores); </p> <p><br></p> <p>(2) second language critical thinking scores (i.e., critical thinking performance in a think-aloud English argumentative writing task); </p> <p><br></p> <p>(3) first language critical thinking (CT) scores (i.e., critical thinking performance in a Chinese argumentative writing task); </p> <p><br></p> <p>(4) overall frequencies of translanguaging and frequencies of translanguaging functions (i.e., the percentage of translanguaging instances generated from think-aloud English writing process)</p> <p><br></p> <p>File 2 is about interview responses from 62 participants:</p> <p>(1) interview findings about the students' perceptions of translanguaging;</p> <p><br></p> <p>(2) interview findings about the students' understanding of second language critical thinking</p> <p><br></p> <p><br></p> <p>62 Chinese adult English as a foreign language (EFL) students were recruited in the present study. </p> <p><br></p> <p>They were divided to four groups based on their English proficiency and Chinese CT levels, which were measured through College English Test-Band 4 (CET-4), an English vocabulary test named C-test, and a Chinese argumentative writing task. </p> <p><br></p> <p>They were also invited to write an English argumentative essay under think-aloud conditions, and then participated in semi-structured stimulated recall interviews. </p> <p><br></p> <p>These data collection methods showed the participants’ overall frequencies of translanguaging and the extents of translanguaging functions, their L2 CT performance and perceptions of translanguaging and L2 CT.</p>